Implications of didactic transposition in the educational context: A systematic review
DOI:
https://doi.org/10.5281/zenodo.17956782Keywords:
adaptation, scientist, strategies, didactic transpositionAbstract
This systematic review, guided by the PRISMA methodology, analyzed the implications of didactic transposition in the educational context. The Scopus and SciELO databases were consulted, including articles published between 2020 and 2025 in Spanish and English, and excluding those with closed access. Of a total of 300 articles identified, 13 from Scopus and 7 from SciELO were selected for analysis. The results highlight that didactic transposition transcends mere disciplinary knowledge, integrating the praxeology of the teacher-trainer. Thus, the interaction between researchers and trainers reveals how the ability to articulate research and teaching influences the interpretation and adaptation of content by future educators. Institutional, cultural, and training factors modulate its effectiveness, positioning it as a key strategy in contemporary education, especially in light of the impact of generative artificial intelligence. Consequently, it is consolidated as an essential process for transforming disciplinary knowledge into teachable knowledge.
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